Physical Education and Physical Activity
Schools are in a unique position to help students attain the nationally recommended 60 minutes or more of moderate-to-vigorous physical activity daily.1 Regular physical activity in childhood and adolescence is important for promoting lifelong health and well-being and preventing various health conditions.1–3
To learn more about benefits of physical activity, physical activity behaviors of young people, and recommendations, visit Physical Activity Facts. For more information on the Physical Activity Guidelines, 2nd edition, visit Physical Activity Guidelines for School-Aged Children and Adolescents. Find out what CDC is doing nationwide to help more adults, children, and adolescents become physically active.
Figure 1. The 5 components of a Comprehensive School Physical Activity Program
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Comprehensive School Physical Activity Program Framework [PDF – 3 MB]
This document provides school health professionals, school administrators, physical education teachers, other school staff, and parents with detailed information on the components of a CSPAP framework. It identifies key professional development opportunities and resources to help schools implement the framework.
Benefits of School-Based Physical Activity
A CSPAP can increase physical activity opportunities before, during, and after school. This graphic explains how 60 minutes of daily moderate-to-vigorous physical activity can benefit a student’s health and directly impact teachers and the community.
Comprehensive School Physical Activity Program: A Guide for Schools [PDF – 6 MB]
CDC, in collaboration with SHAPE America, developed a step-by-step guide for schools and school districts to develop, implement, and evaluate comprehensive school physical activity programs. The guide can be read and used by an existing school health council or wellness committee, or by a new group or committee made up of physical education coordinators and teachers, classroom teachers, school administrators, recess supervisors, before- and after-school program supervisors, parents, and community members. It can be used to develop a new comprehensive school physical activity program or assess and improve an existing one.
Comprehensive School Physical Activity Program: A Guide for Schools [EPUB – 5 MB]
The eBook can be viewed on your iOS (iPad, iPhone, or iPod Touch) or Android device with an eReader. An eReader is an app that can display eBooks on your mobile device or tablet.
If you do not have an eReader app installed on your iOS (iPad, iPhone, or iPod Touch) device, search the App Store for an eReader, like iBooks. If you do not have an eReader app installed on your Android device, search the Google Play Store for an eReader. After an eReader app is installed on your device, you can download the eBook and open it on your device.
The purpose of this module is to familiarize you with the components of a Comprehensive School Physical Activity Program and the process for developing, implementing, and evaluating one. After this module, you should be able to take the next steps to begin the process of developing a Comprehensive School Physical Activity Program.
The course objectives are for you to:
- Understand the importance and benefits of youth physical activity.
- Recognize the components of a Comprehensive School Physical Activity Program.
- Learn the process for developing, implementing, and evaluating a Comprehensive School Physical Activity Program.
- US Department of Health and Human Services. Physical Activity Guidelines for Americans, 2nd edition. Washington, DC: US Department of Health and Human Services; 2018.
- Association for Supervision and Curriculum Development (ASCD), Centers for Disease Control and Prevention. Whole School, Whole Child, Whole Community: A Collaborative Approach to Learning and Health. 2014. Retrieved from http://www.ascd.org/ASCD/pdf/siteASCD/publications/wholechild/wscc-a-collaborative-approach.pdf [PDF – 2.24 MB].
- Centers for Disease Control and Prevention. School health guidelines to promote healthy eating and physical activity. MMWR. 2011;60(No. RR-5):28–33.